ALT A quote which reads ‘In what follows, I set out findings from scoping research that explored the potential for UK law students to experience or witness harassment, bullying or discrimination during their workplace placements. Though aspects of this discussion will have resonance to vacation placements undertaken by students in solicitors’ firms, the study focused particularly on “mini-pupillages” undertaken at the legal Bar. As will become clear, the often less structured processes for accessing and organising such opportunities within chambers, together with complexities arising from barristers’ commonly self-employed status and the existence of a substantial body of prior research demonstrating a hierarchical and potentially exclusionary workplace culture at the legal Bar, make it a particularly important site for consideration.’ Overtop a photo of a desk.

ALT A quote which reads ‘Messy, real-world problems that haven’t yet been framed into a single, neat narrative contain a richness that makes them a powerful tool in legal education. This paper explores the practices of three law teachers who use ill-structured problems to help law students develop the capacity for problem setting, enabling them to structure and restructure problems from different doctrinal, conceptual and theoretical perspectives. In each course, the confrontation of legal rules or reasoning with the concrete realities of a specific situation serves as a catalyst for insight, teaching students the value of seeing and staying with complexity to gain deep understanding and potentially generate new ideas.’ Overtop a drawing of a head with a brain showing and jigsaw pieces around it.

ALT A quote overtop a photograph of a series of wooden blocks with emotive faces on them.

ALT A quote from the review which reads: ‘This is a collection of essays which have been published elsewhere. The collection adds value in three ways. It is a far more convenient format than a mix of journal articles, book chapters and research papers. There is a useful index. Most importantly, collecting the essays brings home the strength and importance of the arguments developed over 13 years (2008–2021). The contents are not published chronologically but set out thematically which works very well, and there has been some minimal editing, primarily for the purposes of cross-referencing.’ Overtop a photo of a pen being held over a pad of paper.

ALT A quote from the review which reads: ‘Within the book’s 21 chapters, Bell and others provide a comprehensive and foundational understanding of all key topics that I teach, chapters which are structured to allow students to progress through this vast subject in a clear and logical manner. Environmental Law first builds student knowledge on what environmental law is, before using such foundational knowledge to delve into specific environmental harms, including climate change, regulation, planning law, biodiversity protection, water pollution, and air pollution, a chapter which is new to this edition.” Overtop a photograph of a field.

ALT A quote from the review which reads: ‘The book is divided into eight distinct, yet interconnected, chapters. Chapter 1 provides an excellent summary of the history of law clinics, starting with their gradual inception at the end of the nineteenth century and tracing their subsequent internationalisation. The authors introduce the overarching contradiction that runs throughout the book: between the idea of the clinic as a provider of legal services and the idea of the clinic as the educator of students.’ Over a top down photo of people working around a table.

ALT A graphic of a group of three people stood with arms around one another next to text announcing the call for applications for the seminar prize.

ALT A quote which reads ‘Widening participation and cultural diversity in legal education are intrinsically linked in several crucial ways, making it essential to consider them together. Students from widening participation backgrounds often come from culturally diverse communities and share characteristics, such as lack of familiarity with legal culture and language, different learning styles and expectations, and the experience of facing bias and discrimination. Addressing widening participation and cultural diversity together therefore allows for more effective and holistic solutions and is crucial to creating a more inclusive and equitable learning environment.’ Overtop a photograph of a group of hands coming together.

ALT A quote which reads ‘Law tends to be taught as a textual abstraction. This may result in students at times experiencing law as detached from material reality: thus, in an understanding of law as an objective, rational, universal, neutral and largely immaterial representation of reality. Without denying the relevance of studying law as text, the complementary ability to recognise and experience the materiality of and intra-actions between human and non-human phenomena law is ultimately made of, thus, to explore law beyond the text, and even to move beyond the discipline itself (law) to develop alternative strategies and more complex, interdisciplinary, critical and embodied knowledge and methodologies, is increasingly needed for legal scholars and professionals, to more readily face present and future global socio-spatial challenges.’ Overtop a photograph of a pile of books.

ALT A quote which reads ‘As a dialogical oral presentation, the viva supports diverse skillsets in students’ interactions with legal material, providing a complementary alternative to the typical written examination, essay, report or submission. In a discipline such as law, where communication skills are so highly prized, oral communication tends to be assessed by class participation, a moot (or similar) and very little else.Interactive social skills, whether they are contextualised through an adversarial or a collaborative setting, are at risk of being neglected, both in teaching and in assessment, within a curriculum dominated by monological answer-writing. Yet responsive verbal communication is essential to workplace functionality. Hence students can benefit considerably from opportunities in practising, experimenting with, and acclimating to, the rhetorical personae which will constitute their professional identity as employed graduates.’ Over a photo of a person in an online meeting.

ALT A simplistic drawing of a megaphone held in a hand next to text from the call for expressions of interest in joining The Law Teacher's editorial board.